Hanham Woods Academy Review 2026: Ambition, structure, and a clear focus on next steps

“Dream Big” is not just a slogan here, it is a consistent thread through the academy’s messaging about aspiration, careers, and progression. The most recent Ofsted inspection (28 to 29 January 2025) concluded that the academy had taken effective action to maintain the standards identified at the previous inspection, with safeguarding confirmed as effective.

Leadership is in a period of change. Chris Ballard is listed as Academy Principal on the academy’s contact information and on Get Information About Schools; a July 2025 update also confirms he extended his secondment into the Principal role through the 2025 to 2026 academic year.

Academically, the GCSE picture is mixed. The academy’s Attainment 8 score is 41.2 and Progress 8 is -0.26, indicating that, on average, students made below average progress from their starting points in the measured year. It is ranked 2,912nd in England and 42nd in Bristol for GCSE outcomes (FindMySchool ranking based on official data), placing it below England average overall.

Admissions are coordinated by South Gloucestershire Council for Year 7, with an application deadline of 31 October (for September 2026 entry) and offers due on 02 March 2026, in line with the published admissions timetable.

The academy presents itself as a school built on positive relationships and mutual respect, with high expectations for students and families. That positioning aligns with the latest inspection evidence around students feeling able to speak to adults when worried, and a generally calm and orderly environment created through prompt staff action when expectations are not met.

Pastoral organisation is structured through a house system, with students allocated to one of four houses led by a Head of House: Conham, Hencliff, Bickley, and Cleeve. For many families, the practical value of houses is not the colour coding, it is the additional line of support and identity that sits alongside year group tutoring, especially in Years 7 to 9 when routines, friendships, and confidence are still settling.

The academy’s language around culture is unusually direct and memorable. The Year 7 transition materials use “Dream BIG // Work Hard // Be Kind” as a repeated anchor. That matters because it gives parents a clear lens for interpreting behaviour routines, sanctions, and rewards. You should expect a school that prefers clarity and consistency over informal negotiation, and that is often a good fit for students who benefit from predictable systems and firm boundaries.

For GCSE outcomes, the academy sits in the lower half of schools in England on the FindMySchool measures. Ranked 2,912nd in England and 42nd in Bristol for GCSE outcomes (FindMySchool ranking based on official data), performance is below England average overall.

Looking at the underlying indicators:

• Attainment 8: 41.2

• Progress 8: -0.26

• EBacc average point score: 3.53 (England average: 4.08)

• Percentage achieving grades 5 or above in EBacc: 7.1%

For parents, the practical implication is this: headline attainment is somewhat lower than many families expect when they first read the academy’s ambition statements, and progress measures suggest some cohorts did not convert prior attainment into outcomes as strongly as they could have. That said, the latest inspection narrative explicitly notes that published outcomes in 2024 were below averages and describes this as not typical of the school, also arguing that it does not reflect the current quality of education.

If you are comparing options locally, FindMySchool’s Local Hub comparison tools are useful here, because they allow you to benchmark the academy’s Progress 8 and Attainment 8 against nearby schools using the same measures, rather than relying on general impressions.

The strongest evidence about teaching comes from the most recent inspection. Staff subject knowledge is described as strong, with explanations that help students grasp new content; work is designed to match an ambitious curriculum. In practical terms, that points to a curriculum-led model where departments plan deliberately and teachers are expected to teach to shared standards.

The improvement priorities are also clear. Inspection evidence highlights inconsistency in how well teaching helps students remember prior learning, and that misconceptions are not always corrected quickly enough; the result can be gaps in recall that limit progression through more complex content. For families, that tends to show up in a specific way: students who are conscientious but less confident may need structured revision routines and timely feedback to keep knowledge secure, especially in exam years.

Reading is treated as a whole-school priority. The inspection describes guided reading, regular reading exposure, and a literacy focus across subjects, with targeted support for students who have fallen behind. This can be a meaningful strength for students whose attainment is held back by weaker reading stamina, comprehension, or academic vocabulary, as literacy improvements usually pay off across the curriculum.

For students with additional needs, there is evidence of systematic support and staff training. The inspection describes high quality advice and training enabling identification and support for students with special educational needs and disabilities, with most learning the same curriculum as peers. The inspection also records a specially resourced provision for 28 pupils with Autistic Spectrum Disorder.

Where Students Go Next

A notable feature of the latest inspection narrative is its emphasis on progression and next steps. Students are encouraged to think ambitiously about their futures and are given information to support decision-making about what comes after Year 11.

Post-16 pathways are strongly shaped by the Cabot Learning Federation model. The CLF Post 16 provision is hosted at John Cabot Academy in Kingswood, with Hanham Woods Academy listed as a feeder school within the admissions policy. For September 2026 entry, the CLF Post 16 admissions policy sets an annual application deadline of 31 May 2026, and outlines indicative entry expectations for A-level and vocational routes (including that A-level students are typically expected to have stronger GCSE profiles, and that English and mathematics resits are required where a grade 4 has not been achieved).

This matters for two reasons. First, it formalises the idea that post-16 choice is not an afterthought, it has its own timeline and entry requirements. Second, it provides multiple tracks, including vocational and level 2 routes, which can be an advantage for students who want structured progression but do not want an A-level only environment.

Year 7 admissions are coordinated through South Gloucestershire Council rather than directly through the academy. The academy’s admissions page states the Year 7 route is Local Authority managed and refers families to the council’s process.

For September 2026 entry, the key dates are clear in official materials:

• Application deadline: 31 October 2025 for secondary transfer.

• National Offer Day: 02 March 2026 for secondary.

The academy’s published admissions number (PAN) is set at 180 places in Year 7. Oversubscription is managed through the published criteria in the admissions policy, which includes priority groups such as looked-after children and siblings, then allocation based on proximity within the defined local responsibility area.

Open events are useful for understanding culture, routines, and expectations. For the most recent cycle, the academy published an Open Evening on Tuesday 14 October 2025, with presentation and tour slots and no booking required. For families applying for later years, open events tend to sit in early autumn, so it is sensible to look for similar timing each year and confirm the current details with the academy.

If you are weighing admission likelihood alongside alternatives, FindMySchoolMap Search is a practical step, especially when distance-based criteria are relevant, because it helps you understand how your address relates to the admissions boundary and local context rather than relying on estimates.

Pastoral support is layered. The house structure provides one channel, and the academy also publishes role-based support routes, including designated safeguarding leadership and a SENCO named on its key contacts list. The inspection evidence adds reassurance on day-to-day support: students are described as confident that staff will provide high quality help if needed, which contributes to students feeling safe and cared for.

Behaviour is described as guided by clear expectations, with staff action used to keep the academy calm and orderly, while also acknowledging that a minority of students do not meet expectations consistently in class and can miss important learning. Parents should read that as a realistic profile of many comprehensive intakes: systems work for most students, but some students need tighter monitoring, bespoke support, and consistent home-school alignment.

Attendance is treated as a high priority, with staff working on relationships with families and recorded improvement, but with some persistent absence still limiting outcomes for a subset of students. If your child has a history of attendance anxiety or medical absence, it is worth discussing early how the academy manages reintegration and how quickly support escalates.

Extracurricular and enrichment are positioned as part of personal development rather than an optional extra. The academy publishes an enrichment programme that includes both creative and student voice strands.

A clear example is music: the enrichment programme lists Years 7 to 11 choir, a Jazz Band, and participation in the CLF Battle of the Bands. The implication is that music is not limited to curriculum lessons. Students who enjoy performance, rehearsals, and team-based creative work should find accessible entry points, even if they are not already confident instrumentalists.

Student culture and inclusion also show up through named groups. The enrichment programme includes an LGBT support club and a Gender Equality Discussion Group. For parents, the value here is not simply that clubs exist, it is that students can attach themselves to structured spaces for discussion, belonging, and leadership, which can be particularly important in early secondary years.

There are also practical enrichment options that support employability and confidence. Examples include a Law Club and careers-oriented sessions (including KS4 careers club references in published enrichment materials). The Duke of Edinburgh’s Award is also explicitly supported, offering a recognised framework for volunteering, skills development, physical activity, and expedition experience.

The academy day is clearly set out in transition materials. Students can arrive from 8.10am, tutor time or assembly starts at 8.30am, and the school day ends at 3.00pm; breakfast is available from 8.10am. Entry and exit are via the Memorial Road entrance, and bikes and scooters can be locked in the bike shed, with electric scooters banned from site.

Term dates for 2025 to 2026 are published, including the start of Term 3 on Tuesday 06 January 2026 and scheduled INSET dates.

The academy operates cashless dining using a fingerprint system, with accounts created during the first days of Year 7. This is useful to know in advance, especially for families who prefer to set up routines and top-ups early.

• Outcomes are not currently a headline strength. A Progress 8 score of -0.26 and a GCSE ranking below England average suggest that not all cohorts convert potential into results as consistently as families may want.

• Teaching consistency is an explicit improvement priority. The most recent inspection highlights gaps in recall and slower correction of misconceptions in some lessons, which can matter most for students who need tight scaffolding to build confidence over time.

• A minority of students miss learning through absence or removal from lessons. Inspection evidence points to ongoing work on attendance and behaviour in class. Families of students who are vulnerable to disengagement should ask detailed questions about early intervention and reintegration.

• Leadership has been in transition. Chris Ballard is listed as Academy Principal, with leadership arrangements updated for stability across 2025 to 2026. For some families this is reassuring, for others it is a prompt to ask how improvement priorities are being sustained.

Hanham Woods Academy is a structured, expectation-led comprehensive with a clear emphasis on aspiration, literacy, and preparing students for life beyond Year 11. The latest external evidence supports a calm environment and effective safeguarding, alongside specific improvement priorities around attendance and consistency in securing long-term learning.

It suits families who want a school with clear routines, visible pastoral structures, and a culture that takes next steps seriously, including vocational and post-16 planning through the wider federation. It may be less suited to families seeking top-end GCSE outcomes as a primary driver, unless they are confident their child will thrive within the school’s systems and make full use of support and enrichment.